포스트코로나 시대 대비, 학습이론을 통한 고등교육 온라인 학습 환경의 학습만족도 향상전략 탐색

채완순(Che, Wan Soon) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.5

본 연구는 포스트코로나 시대를 대비하여, 학습이론을 통한 고등교육 온라인 학습 환경의 학습만족도에 대한 향상전략을 탐색하는데 그 목적이 있다. 최근 COVID-19로 2021년까지 고등교육 환경은 온라인 학습으로 더욱 확대 및 강화되며 고등교육 온라인 학습 환경과 커리큘럼 전반에 영향을 줄 것으로 예상되고 있다. 최근까지 국내 고등교육 온라인 학습 환경에 대한 연구는 양적연구에 집중되어왔다. 그러나 고등교육 온라인 학습 환경에 어떠한 이론 및 개념을 핵심적으로 적용할 것인가는 중요한 관점이 되고 있는 가운데 기술을 기반으로 한 온라인 교육 환경 상에서의 연구들은 이론화를 시도할 필요가 있다. 본 연구에서는 학습이론과 고등교육 온라인 학습 환경의 학습만족도에 대한 관계 탐색을 통해 첫째, 고등교육 온라인 학습 환경 측면, 둘째, 고등교육 온라인 학습 방법적 측면, 셋째, 고등교육 온라인 학습 환경의 주체자인 교수자와 학습자 측면의 전략을 논의하였다. 고등교육 온라인 학습 환경의 학습만족도를 이해하고 이를 촉진하는 이론적 근거에 대한 논의는 고등교육 온라인 학습자의 학습목표 달성 및 학습자의 참여를 이끌어내는 학습자 중심의 온라인 학습 환경 발전과 실천가들에게 유용한 대안을 제공하는데 의의가 있을 것이다. The purpose of this study is to explore strategies to improve learning satisfaction in the online learning environment of higher education through learning theories in the preparedness of Post-Corona era. With the recent COVID-19, by 2021, the higher education environment is further expanded and strengthened by online learning, and it is expected to affect the overall higher education online learning environment and curriculum. Until recently, studies on the online learning environment of higher education has focused on quantitative research. However, while it is becoming an important point of view what theories and concepts to be applied to the higher education online learning environment, studies in the online education environment of higher education based on technology need to attempt to theorize. In this study, through exploration of the relationship between learning theories and learning satisfaction in the online learning environment of higher education, first, the aspect of the online learning environment for higher education, second, the aspect of the online learning method for higher education, and third, strategies for the instructors and learners who are the subject of the online learning environment for higher education were discussed. It will be significant about the discussion on the rationale for understanding and promoting the learning satisfaction of the online learning environment for higher education provides a useful alternative to the development of a learner-centered online learning environment that leads to the achievement of the learning goals and the learner s participation in the online learning environment of higher education.

대학 교양 환경교육의 현황과 향후 과제

오재림(Oh, Jaelim),이숙정(Lee, Sook-jeong) 한국산림휴양복지학회 2016 한국산림휴양학회지 Vol.20 No.3

본 연구의 목적은 현재 한국대학의 교양교육 과정에서 이루어지고 있는 환경교육의 현황과 사례를 살펴보고 지속가능한 미래 사회를 위한 환경교육의 향후과제를 제안하는 것이다. 본 연구목적을 달성하기 위해 환경교육의 의미를 살펴보고 주요대학들의 교양과정에 개설된 환경교육 교과목 개설현황을 검토하여 문제점을 파악하고 미래 환경교육이 교양과정으로 자리매김 할 수 있는 방안들을 제안하였다. 구체적인 방안은 첫째, 환경윤리와 환경철학에 토대를 둔 환경교육, 둘째, 학제 간 접근이 가능한 환경교육, 마지막으로 교과-비교과가 연계된 환경교육이다. 미래 한국사회를 이끌어 갈 고등인재를 양성하는 교육기관인 대학이 교양인 양성의 책무성을 갖고 환경교육에 대한 심층적인 연구와 프로그램 개발 및 교육과정 개발에 적극 지원해야 할 것이다. This study examines the current state of environment education in the context of liberal education in Korean universities, and proposes future agendas for environment education in fostering a sustainable society. For this purpose, the definition of environment education was examined, the current establishment of environment education as a subject in the course of liberal education in major universities was critically reviewed, and the means by which environment education could be standardized in the future as a part of liberal education were proposed. Specifically, the paper suggests environment education that is based on environmental ethics and philosophy, can be approached in an interdisciplinary manner, and lastly, covers both curricular and extra-curricular materials. As a university is an educational facility that fosters the development of individuals with higher education-those who will lead the Korean society in the future-, it needs to take responsibility for training cultured individuals by actively supporting the development of curricula and programs, as well as for conducting in-depth research on environment education.

환경교육프로그램의 학부모 참여 효과

김순식 ( Soon Shik Kim ),최성봉 ( Sung Bong Choi ) 한국환경과학회 2010 한국환경과학회지 Vol.19 No.7

The consciousness of environmental education has increased for the last decades, and schools make efforts for education in the systematic environment. To keep pace with trends such as the open school and the open class, students, teachers and parents are actively participating in environmental education programs. Parents` active participate in environmental education programs will provide excellent basis to operate environmental education efficiently and advise fruitful operation of environmental education programs. In addition, as parents play an important role of deciding the students` life habits or attitudes about environment, their participation is greatly meaningful. This study was conducted to 203 fourth and fifth graders in M elementary school in Ulsan city that operated the model school for protecting the forest from March to December, 2009 and their parents in order to examine the effects of parents` participation in environmental education programs, and the results are as follows. First, the student group with parents who participated in environmental education programs showed higher interest in surrounding environment of the school. Second, the student group with parents who participated in environmental education programs showed higher environment sensitiveness and environmental practice intention. Third, the parent group who participated in environmental education programs showed higher environmental sensitiveness and environmental practice intention. Fourth, the parent group who participated in environmental education programs showed higher satisfaction about the program. As the result of the study, environmental education programs with parents` participation attracted their active interest and participation about school environment problems, and a lot of conversation and attention between students and parents who participated in environmental education programs improved the students and their parents` environmental sensitiveness and environmental practice intention.

환경 관련 인포그래픽 자료를 활용한초등환경교육 교수·학습 방안 연구

전송이,이상원 한국실과교육학회 2018 한국실과교육학회지 Vol.31 No.3

The purpose of this study is to find ways to conduct teaching-learning of elementary environment education by utilizing environment-related infographic materials. For this study, the educational suitability of 50 environment-related infographic materials produced by public agencies and media companies were analyzed in terms of environmental textbooks and contents. And also the relationship between environment-related infographic materials and environmental achievement standards of 2015 revised elementary curriculum was analyzed. Based on this, this study has made concrete and practical guidelines for elementary environmental education by utilizing environment-related infographic materials. The results from the study are as follows. First, the environment-related infographics are suitable as teaching-learning materials for elementary environment education based on the environmental textbook analysis framework and the analysis of the contents of national environment education standards development. Second, the environmental achievement standards of 2015 revised elementary curriculum and environment-related infographic materials were analyzed to share the same contents in each area of national level environment education. Third, the study developed guidelines for environment-related infographic materials to be used in the introduction, development, and organization of classes. The study selected environment-related infographic materials related to environmental achievement standards of 2015 revised elementary curriculum and planned to reorganize practical arts subject for elementary environmental education. In addition, the study focused on the areas of creative experience activities for environment-related infographic materials that can be used in extracurricular activities. The teaching-learning methods for elementary environment education utilizing environment-related infographic materials presented in this study will help students achieve their goals by creating interest and motivation in the environment and increasing active participation in environmental issues. 본 연구의 목적은 환경 관련 인포그래픽 자료를 활용하여 초등환경교육의 교수·학습 실행 방안을 모색하는 데 있다. 연구의 목적을 달성하기 위하여 환경 관련 공공기관과 언론사에서 제작한 환경 관련 인포그래픽 자료의 적합성을 교재 면과 내용면에서 분석하고, 환경 관련 인포그래픽 자료와 2015 개정교육과정 환경 관련 성취기준과의 관련성을 분석하였다. 그리고 이를 바탕으로 환경 관련 인포그래픽 자료를 활용한 초등환경교육의 지도방안을 구체화하였다. 본 연구를 통하여 얻은 결과는 다음과 같다. 첫째, 환경 관련 인포그래픽은 환경 교재 분석기준과 국가 수준 환경교육 기준 개발의 내용 영역을 준거로 분석한 결과 초등환경교육을 위한 학습 자료로 적합하다. 둘째, 2015 개정교육과정의 환경 관련 성취기준과 환경 관련 인포그래픽 자료는 국가 수준 환경교육의 각 영역에서 같은 내용을 공유하는 것으로 분석되었다. 셋째, 환경 관련 인포그래픽 자료를 수업의 도입, 전개, 정리 단계에서 활용할 수 있도록 지도 방안을 구체화하였으며, 교과 내, 외 활동의 초등환경교육에서의 활용 방안을 모색하기 위해 초등 실과 교과 재구성 계획에 따른 교수·학습 방안을 작성하였다. 본 연구에서 제시한 환경 관련 인포그래픽 자료를 활용한 초등환경교육의 교수·학습 방안은 환경에 대한 학습자의 관심과 동기를 유발하고 환경문제에의 적극적인 참여를 높여 환경교육 목표를 달성하는데 도움이 될 것으로 보인다.

미술교육 환경이 중등학교 학습자의 교육만족과 교육성과에 미치는 영향: 몰입의 매개효과

권수정 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.10

Objectives The purpose of this study is to investigate the influence of secondary school learners' environmental awareness of art education on educational satisfaction and educational performance, and the mediating effect of educational immersion in these influence relationships. Methods Five middle and high schools located in Seoul and Gyeonggi-do were selected, and a total of 200 students (40 students from each school) were set as the research subjects. Basic statistical analysis was performed based on 198 copies of data finally collected for a total of 30 days from August 1 to August 30, 2021 through a self-report questionnaire, and correlation analysis was performed to identify correlations between major variables. Multiple linear regression analysis and hierarchical regression analysis were performed to understand the influence of learner's educational satisfaction and educational performance, and the mediating effect of immersion. We tried to secure the objectivity of the research results as much as possible by verifying collinearity and calculating Durbin-Watson's statistics. Results First, the internal environment of education and the external environment of education, two sub-factors constituting the art education environment, had a statistically significant positive (+) effect on learners' satisfaction with art education and performance on art education. Second, as a result of examining the mediating effect of educational immersion in the effects of art education environment on educational satisfaction and educational performance, educational immersion had a partial mediating effect on both educational satisfaction and educational performance. Conclusions In order to enhance the effectiveness of art education that can foster creativity and convergence ability required by modern society, students perceive the inner environment of art education as interesting, such as the content of the subject, the professor's teaching method, and the evaluation of the art subject. It is thought that the most important task is to change to the direction of fair recognition. In addition, as the external environment of art education, such as equipment, teaching materials, and class atmosphere used in art education, directly affects the satisfaction and performance of learners in art education, the physical environment for art education must also be improved. 목적 본 연구는 중등학교 학습자들의 미술교육에 대한 환경의 인식이 교육만족과 교육성과에 미치는 영향과 이러한 영향관계 속에서 교육몰입의 매개효과를 규명하는 것에 목적이 있다. 방법 서울과 경기권에 소재하고 있는 중고등학교를 5곳 선정하고 각 학교의 학생 40명씩 총 200명을 연구대상으로 설정하였으며, 자가보고식 설문을 통해 2021년 8월 1일부터 8월 30일까지 총 30일간 최종적으로 수집된 자료 198부를 바탕으로 기초통계량분석을 수행하고, 주요 변수 간 상관관계 파악을 위한 상관분석을 시행하였다. 학습자의 교육만족과 교육성과에 미치는 영향, 그리고몰입의 매개효과를 파악하기 위하여 다중선형회귀분석 및 위계적 회귀분석을 시행하였으며, 독립변수 간의 상관성으로 인한 분석결과의 오류를 사전에 방지하기 위하여 다중공선성 검증 및 Durbin-Watson의 통계량을 산출하여 연구결과의 객관성을 최대한 확보하고자 하였다. 결과 첫째, 미술교육 환경을 구성하는 두 가지 하위요인인 교육의 내적 환경과 교육의 외적 환경은 학습자들의 미술교육에 대한 만족과 미술교육에 대한 성과에 통계적으로 유의한 정(+)적 영향을 미쳤다. 둘째, 미술교육의 환경이 교육만족과 교육성과에 미치는 영향 속에서 교육몰입의 매개효과를 살펴 본 결과, 교육만족과 교육성과에 모두 교육몰입은 부분적 매개효과를 지니고 있었다. 결론 현대 사회가 요구하는 창의성과 융합적 능력을 길러줄 수 있는 미술교육의 효과성을 제고하기 위해서는 미술교육의 내적 환경인 교과목의 내용, 교수자의 교수 방법, 미술교과목에 대한 평가 등이 학생들이 흥미롭게 인식하고, 공정하게 인식하는 방향으로 전환되는 것이 가장 최우선 과제로 생각된다. 또한, 미술교육의 외적 환경인 미술교육에 활용되는 기자재, 수업 교구, 수업 분위기 등도미술교육에 대한 학습자들의 만족과 성과에 직접적인 영향을 미치기에 미술교과에 대한 물리적 환경도 개선될 수 있어야 한다.

Relationship among Perceived Learning Environment, Self-regulation Strategies, and Academic Engagement of Middle School Students in Physical Education Classes

( Kigyung Lee ),( Insoo Nam ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1

Purpose: The purpose of this study was to investigate relationships among perceived learning environment, self-regulation strategies and academic engagement of middle school students in physical education classes. Method: The subjects of this study consisted of 575(boys 279, girls 296) middle school students. The data was collected using quota sampling method. The used instruments of this study were the Lyu(2013) for measuring physical education learning environment scale, Jung & Park(2013) for measuring self-regulation strategies scale, and Lee & Lee(2012) for measuring academic engagement scale. The data were analyzed by reliability analysis, factor analysis, multiple regression analysis, and hierarchical regression analysis as a statistical method. Result: First, in the relationships between physical education learning environment and self-regulation strategies, perceived challenge environment and perceived competence environment positively influenced to use of cognitive strategy but, perceived challenge environment positively influenced to self-regulation. Second, in the relationships between physical education learning environment and academic engagement, perceived challenge environment positively influenced to vigor and absorption but, perceived threat environment negatively influenced to it. And perceived challenge environment and perceived competence environment positively influenced to professional efficacy and dedication but, perceived threat environment negatively influenced to it. Third, in the relationships between self-regulation strategies and academic engagement, use of cognitive strategy and self-regulation positively influenced to vigor, professional efficacy, dedication, and absorption. Forth, self-regulation strategies had perfect mediation effector on the relationships between physical education learning environment and academic engagement in physical education. Conclusion: In conclusions, it demonstrated that perceived physical education learning environment was closely related to self-regulation strategies and academic engagement in the physical education classes. To improve the academic achievement of a student, PE teachers need to create a good learning environment that can enhance the academic engagement and, to create the teaching- learning methods that can improve students`` self-control strategies ability.

특수체육 교사의 교육환경이 생활지도 효능감 및 대인관계 능력에 미치는 영향

오예림,민현주 한국리듬운동학회 2023 한국리듬운동학회지 Vol.16 No.2

The purpose of this study was to understand teachers’ difficulties in physical, psychological, and emotional educational environments and to examine what about an effect on the guidance efficacy and the interpersonal relationship ability through clarifying the influence in special physical education teachers’ educational environment upon the guidance efficacy and the interpersonal relationship ability. Summarizing the outcomes of this study, they are as follows. First, in the analysis of the influence in special physical education teachers’ educational environment upon guidance efficacy, the general behavioral guidance depending on educational environment appeared to have a significant effect on the physical environment and the emotional environment. Problematic behavioral guidance is being seen to have a meaningful impact on emotional environment. The student understanding and the counseling activity are being indicated to have a significant influence upon both the physical environment and the emotional environment. Second, in the analysis of the influence in special physical education teachers’ educational environment upon interpersonal relationship ability, a meaningful impact is being seen on the physical environment and the emotional environment by satisfaction according to educational environment, on the emotional environment by understanding about emotion, on the emotional environment by communication, and on the emotional environment even by openness. Third, in the analysis of a causal relationship among special physical education teachers’ educational environment, guidance efficacy and interpersonal relationship ability, the educational environment was proved to have a direct impact on the guidance efficacy and the interpersonal relationship ability. Guidance efficacy was indicated to have a direct effect on the interpersonal relationship ability.

사전교육의 필요성에 대한 유아교사들의 인식: 충북권 유아환경교육관 사례를 중심으로

김경철,김영식,은연아,진다희 한국환경교육학회 2020 環境 敎育 Vol.33 No.2

Focused on the case of the early childhood environment education center in Chungbuk, we would like to find out early childhood teachers' perception on the necessity of pre-education. Through this, the purpose is to explore the necessity and direction of pre-education. It conducted interviews with 16 early childhood teachers who had visited the early childhood environment education center in Chungbuk and conducted pre-education for early childhood. The results obtained from the analysis of the interview are as follows: First, pre-education is necessary to fully understand the contents and to induce interest. Second, pre-education is made by adding various efforts of teachers. Third, environmental education after pre-education can raise concern for both teachers and early childhood. Thus, the conclusions of this study are as follows: First, through the case of the early childhood environmental education center in Chungbuk, pre-education needs to be applied not as an option but as a necessity. Second, in order to apply environment education to early childhood, teachers are required to make various attempts such as informing early childhood of prior knowledge or paying attention to the surrounding environment and animals. Third, it is expected that the addition of the experience of pre-education and the actual experience of the early childhood environmental education center in Chungbuk will be more effective in changing not only early childhood but also adults' environmental knowledge, skills, attitudes toward the environment. 충북권 유아환경교육관 사례를 중심으로 사전교육의 필요성에 대한 교사들의 인식을 알아보고자 한다. 이를 통해 사전교육의 필요성과 방향성을 탐색하는데 목적이 있다. 충북권 유아환경교육관 방문한 경험이 있고, 유아를 대상으로 사전교육을 실시한 교사 16명에게 면담을 실시하였다. 면담의 분석을 통해 얻은 결과는 다음과 같다. 첫째, 충분한 내용 이해, 흥미 유발을 위해 사전교육은 필요하다. 둘째, 사전교육은 유아교사의 다양한 노력이 가미되어 만들어진다. 셋째, 사전교육 후 환경 교육은 유아교사와 유아 모두의 관심을 높일 수 있다. 이에 본 연구의 결론은 다음과 같다. 첫째, 충북권 유아환경교육관 사례를 통해 사전교육은 선택이 아니라 필수적으로 적용할 필요가 있다. 둘째, 유아에게 환경교육을 적용하기 위해 멸종위기동물, 환경에 대해 유아교사는 유아에게 사전 지식을 알리거나, 주변 환경과 동물에 관심을 갖는 등의 교사의 다각적 시도가 요구된다. 셋째, 궁극적으로는 사전교육의 경험과 실제 충북권 유아환경교육관 경험이 더해지면 더욱 효과적으로 유아뿐만 아니라, 성인의 환경적 지식 습득, 환경을 위한 기술, 환경을 대하는 태도를 변화시킬 수 있는 가능성이 있으리라 기대한다.

환경 친화적인 경제교육이 유아의 환경의식과 경제개념에 미치는 효과

김주영(Ju Young Kim),오연주(Yeon Joo Oh) 한국유아교육·보육행정학회 2007 유아교육·보육복지연구 Vol.11 No.3

본 연구는 만 4, 5세 유아들을 대상으로 환경 친화적인 경제교육이 유아의 환경의식과 경제개념 형성에 미치는 영향에 대해서 알아보았다. 연구 대상으로는 서울시 소재의 어린이집에 재원 중인 만 4, 5세 유아 100명을 선정하였다. 대상은 실험집단과 비교집단으로 나누었다. 만 4, 5세 유아 25명(남 13명, 여12명)으로 구성된 실험집단에게는 5주간 15회의 환경 친화적 경제교육을 실시하였고, 나머지 유아 25명 (남13명, 여12명)으로 구성된 비교집단에게는 일반 교육과정을 실시하였다. 검사 도구를 이용한 분석결과 환경 친화적 경제교육활동은 유아의 경제개념에서는 희소성, 화폐가치, 가격과 교환의 이해를 향상시켰으며, 환경의식에서는 자연 친화적 태도, 환경보전 태도에 모두에 긍정적 효과가 있었다. 경제교육활동의 성별에 따른 효과 차이는 경제개념에서는 없었으나, 환경의식에서는 여아가 남아보다 자연 친화적 태도가 높게 나타났다. 경제교육활동의 연령에 따른 효과 차이는 경제개념에서는 만 5세 유아가 선택개념, 희소성 개념, 화폐가치 개념에서, 환경의식에서는 환경보전태도가 높게나타났다. 따라서 유아교육현장에서 환경교육과 경제교육을 서로 독립적으로 실시하는 것보다 복합적 교육인 환경 친화적인 경제생활을 실시함으로써 유아들에게 환경과 경제의 상호관계를 바르게 인식시키고, 환경적으로 건전하며 친환경적인 심성과 개발을 유도할 수 있을 것이다. This study aims to identify the effect of environment-friendly economics education on young children"s environmental awareness and economic concepts. The research topics are as follows: 1. Does environment-friendly economics education affect on young children"s basic economic concepts? 2. Does environment-friendly economics education affect on young children"s environment awareness? This study was conducted amongst 100 children of 4 and 5 years old in H nursery and S nursery, both of which share geographical characteristics. The subjects were divided into two groups - experiment group of 25 children (boy 13, girl 12) and control group of 25 children (boy 13, girl 12). The experiment was conducted 15 times for 5 weeks only for experimental group. The test tool for basic economic concepts adopted for this study is based upon interview questionnaires by Hyung-Won Han (1988) an Soo-Mi Jung (1990) and revised by Mi-Hyun Kim (1997). To test environment-friendly attitude CATES-PV (The Children"s Attitudes Toward the Environment Scale - Preschool Version) by Musser and Diamond (1990) and modified by Yoon-Jung Hur"s (2001) has been used. To verify the research topics, t-test was conducted and covariance analysis was partially given as well. The findings are as follows: First, the result of identifying the effect of environment-friendly economics education activity on young children"s basic economic concepts shows that there are significant differences in rarity, currency value, price and exchange, while no significant differences in choice and opportunity cost. Second, the result of identifying the differences according to young children"s gender in the effect of environment-friendly economics education activity on basic econo mic concepts shows that there are no significant differences. Third, the result of identifying the effect of environmental economics education activity on young children"s age shows that there are no significant differences according to age in the sub-elements of economic concepts of choice concept, rarity concept, and currency value concept. Fourth, the result of identifying environment-friendly economic education activity on young children"s environment awareness shows that there are significant differences in nature-friendly attitudes and environment preservation attitudes. Fifth, the result of identifying environment-friendly economics education on young children"s environment awareness according to gender shows that there is significant difference in nature-friendly attitudes but no significant difference in environment preservation. Sixth, the result of identifying the differences according to young children"s age in the effect of environment-friendly education on young children"s environment awareness reveals that five-year-olds show bigger significant difference than four-year-olds, but there is no significant difference in environment awareness changes after the education in terms of age. The sub-element of environment preservation shows a significant difference, but that of nature preservation attitude shows no significant difference.

한국 학교환경교육 현황 조사 연구

이성희,조성화 한국환경교육학회 2019 環境 敎育 Vol.32 No.2

The purpose of this study is to understand the current status of school environment education in Korea. Research problems are as follows: “Does the school have enough environmental education expertise? Does the school provide enough opportunities for environmental education? Is Korea well equipped with environmental education curriculum and policies?” The researchers sent questionnaires to 17 educational and support agencies for research. Korean elementary schools have more than 130 environmental education major teachers. Middle and high schools have 106 environmental education majors. There is a need to systematize and elaborate environmental education by utilizing environmental education major teachers in schools. There are 1,503 teachers participating in the offline environment training course, and 2,160 teachers participating in the online environmental education training course. This is less than 1% of all teachers in Korea. The percentage of students choosing environmental subjects in middle and high schools is very low, and that of high schools even lower than in 2016. Most Education Support Offices have independent environmental education plans. In the future, it will be necessary to establish an implementation evaluation process and confirm the implementation. The number of people in charge of environmental education has increased compared to the past, and it is highly desirable that the number of personnel dedicated to environmental education increases. Compared to the past, environmental education budget is also increasing gradually. 본 연구의 목적은 현 시점(2018년)에서 우리나라 학교환경교육 현황을 파악하는 것이다. 이를 위해 다음과 같이 세 개의 연구 문제를 설정하였다. “학교환경교육의 교육 전문성은 확보되었는가?, 학교환경교육의 기회는 충분한가?, 학교환경교육 정책은 어떠한가?” 연구 결과, 우리나라 초등 교사 중 약 130명 정도가 환경교육을 전공한 것으로 추정되며, 중등 교사의 경우 106명이 환경교육을 전공한 것으로 파악되었다. 연간 환경교육 관련 연수에 참여한 교사는 오프라인 연수의 경우 1,503명, 온라인 연수의 경우 2,160명으로 나타났다. 이는 전체 교사의 1% 미만으로, 연수를 통한 전문성 향상도 충분하지 못한 것으로 파악되었다. 중, 고등학교에서 선택 교과를 통해 환경교육을 실시하는 비율 역시 8.4%로 낮게 나타났다. 16개 시, 도교육청에서 독립적인 환경교육 계획을 수립하고 있어 환경교육 계획 수립은 잘 되고 있는 것으로 파악되었는데, 이후에는 환경교육 계획이 잘 이행되고 있는지를 확인할 필요가 있다. 환경교육을 담당하는 인력이 점차 늘어나고 있고, 환경교육 만을 전담하는 전담 인력 역시 증가하고 있는 것으로 나타났다. 과거에 비해 환경교육 예산도 점차 증가하고 있는 것을 확인할 수 있다. 이상의 결과에 따라 우리나라 학교환경교육의 교육 전문성은 아직까지 충분하게 확보되지 못하고 있고, 학교환경교육의 기회는 독립교과를 제외하고는 과거에 비해 늘어나고 있으며, 정책적 측면의 경우 인력과 예산이 증가하고 있는 것으로 나타났다.